GOAL #1: Use reading and writing strategies to enhance learning in all classes.

| Summarizing | Paraphrasing | Categorizing | Inferring | Predicting | Recognizing | RESOURCES

Skill	LAC Teaching Strategy	LAC Page	Other Strategies	Research Based
Summarizing	Jigsaw Paired Questioning GIST KWL Cornell Notes Reciprocal Teaching	Pg. 61 Pg. 61 Pg. 62 Pg. 105 Pg. 121 Pg. 123	3-2-1 (Wormeli) 3-minute pause Re-telling Summarization Pyramid (Wormeli)	Students read more effectively with better schema to rely on. (Eva Lai, Hong Kong Professional Teachers' Union, 2007). Students' grades "improve markely" when they use this system (Richardson and Morgan, 1994). To effectively summarize, students must analyze information at a fairly deep level (Marzano, 2001). Teaching adolescents to summarize text had a consistent, strong, positive effect on their ability to write good summaries. (Graham, 2007).
Paraphrasing	Jigsaw Paired Questioning KWL Cornell Notes	Pg. 61 Pg. 61 Pg. 105 Pg. 121	Carousel brainstorming (Wormeli)	Verbatim note taking is the least effective way to take notes (Marzano, 2001).
Categorizing	KWL Graphic Organizers Concept Definition Map Frayer Model Cornell Notes	Pg. 105 Pg. 114 Pg. 115 Pg. 119 Pg. 121	Word sorts or List- Group-Label (Daniels) Word Walls Constructing analogies (Marzano)	Organizers help readers understand relationships among concepts (Earle and Barron, 1973). Identifying similarities and differences enhances students' understanding of and ability to use knowledge. (Marzano, 2001). Nonlinguistic representations elaborate on knowledge (Marzano, 2001).
Inferring	RAFT Questioning the Author	Pg. 110 Pg. 117	Constructing Metaphors (Marzano) Constructing Analogies (Marzano)	Students must be asked to decide what's important in a text; synthesize information and draw inferences (Vacca, 2002). Creative notetaking requires extraction and reaction (explain, sort, classify, respond) (Jacobs, 2006).
Predicting	KWL Story Impressions Anticipation Guides Visual Prediction Guide Reciprocal Teaching	Pg. 105 Pg. 110 Pg. 113 Pg. 121 Pg. 123	20 Questions (Gallagher)	Getting students to think about key concepts before they read about them provides a tangible purpose for reading. (Daniels, 2004). Guides develop critical thinking and enhance comprehension (Conley, 1985). Questions are effective learning tools even when asked before a learning experience (Marzano, 2001). Advance organizers are most useful with information that is not well organized (Marzano, 2001).
Recognizing academic vocabulary	Vocabulary Clues Concept Definition Map Mathematics Reading Keys Frayer Model	Pg. 63 Pg. 114 Pg. 118 Pg. 119	Janet Allen's Words, Words, Words	Students must encounter words in context more than once to learn them. Instruction in new words enhances learning those words in context. (Marzano, 2001). To be academically literate, students need a strong and constantly growing vocabulary base (Short, 2007). Vocabulary is not learned effectively by memorizing lists and definitions, but by seeing words in use, in their customary contexts. (Daniels, 2004). Teaching word meanings directly affects comprehension. (Jacobs, 2006).

RESOURCES

Jigsaw	Backgrounder	Paired Reading	Paired Questioning	GIST	Vocab Clues	My Daily News	Literature Circles	3-minute pause	Summarization	Re-telling
Reader's Theater	DEAR	KWL	Cornell Notes	Reciprocal Teaching	3-2-1	Pyramid	Constructing Analogies/Metaphors	20 Questions	Janet Allens Words	Carousel brainstorming

Vocab Ideas complied by Deb Smith

Janet Allen's book

| Summarizing | Paraphrasing | Categorizing | Inferring | Predicting | Recognizing | RESOURCES